Reading Assessment

Term Paper # 100034

Education > Reading
Education > Teaching Methods

Reading Assessment

This paper explores the use of the "Bottom Up" method of informal assessment of reading for grade VI students.

1,335 words () | 3 sources | MLA | 2007 United States

Paper Summary:

The paper discusses the "Bottom Up" theory that places an emphasis on phonics in order to make children independent readers. The paper examines the advantages of this method that include the building of confidence, the enjoyable experience it presents to children and the relief it provides for those who react poorly to standardized, 'mass' assessment exams.

Outline:
Introduction
Examining Ability
Conclusion - Building Confidence

From the Paper:

"Various methods have been devised to assess reading by North American specialists. Perhaps ironically, early 1970s methods combining reading comprehension, letter and word recognition, and a foundation of phonics, can seem the most promising. (Gough 1972, p.350f) So-called Bottom Up theory focuses on reading as a perceptual process, the location of meaning in a given text, and processing that lets the child learn simpler terms and constructions first, towards an ability to advance to more difficult recognitions, plus the ability to often 'sound out' unfamiliar words by way of a basic knowledge of phonics. Gough's theory originated in comparisons of early computer pattern and graphics applied to models of human perception and learning. (1972, pp. 332-333) He recognized more than one set of skills, at hand, in the advancing reader which often developed at different rates."

Sample of Sources Used:

Gough, Philip B. "One Second of Reading," in J.F. Kavanagh and I.G. Mattingly. Eds. Language by Ear and Eye. Cambridge: MIT Press, 1972, pp. 331-358.
Murphy, S. Fragile Evidence - a Critique of Reading Assessment. Mahwah, New Jersey: Erlbourn Associates, 1998.
Stiggins, R.J. Student-Centered Classroom Assessment. Upper Saddle River, New Jersey: Prentice Hall, 1997.